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This course is an introduction to the English language and the linguistic analysis of written and oral texts. We will study sounds and structures of language, meanings of words, and how discourses are structured and understood. In addition, you will learn to apply linguistics to many areas of study such as the teaching of languages, the teaching of reading and writing, and issues of intercultural communication and negotiation, and literary criticism. You will learn to begin thinking and acting like a linguist in this course.
NOTE: Education majors should take the Monday section!! This course provides an introduction to a broad range of issues in the field of second language acquisition, including an overview of the most important approaches to the fundamental question of how people learn a second language. The course will cover the basic theories of second language acquisition and investigate how theoretical perspectives inform practical application.
This course looks at the steps for evaluating the need for and the creating/adapting of English as a Second Language teaching materials for use in specific settings.
Ulla Connor
The course is an introduction to discourse analysis. Written and spoken discourses in a variety of contexts will be studied. Although the emphases will be on discourses for professional and academic purposes (e.g., business writing, discourse of fundraisers, academic writing and academic oral presentations, classroom discourse, and genre of thesis proposals), students wishing to apply linguistic discourse theories to the analysis of literary texts will have an opportunity to do so.
Students will learn about theories of discourse, but the focus will be on the basic methods of analysis. Students will be able to apply discourse analysis methods in a data analysis project of their own, which, for many students, could lead into an MA thesis. There will be a unit about thesis proposal writing, intended to help students to write thesis proposals for their degree work.
Textbooks
Gee, James Paul. (1999). An introduction to discourse analysis. Theory and method. Routledge, 1999.
Johnstone, Barbara. (2000). Qualitative methods in sociolinguistics. Oxford, 2000.
There will be selected chapters chosen from other books for library reserve. Among the foremost will be Teun van Dijk’s Discourse as social interaction, Sage, 1997, and Lennart Bjork’s and Christine Raisanen’s Academic writing. A university writing course. Studentlitteraturen, 1997.
This course investigates sociocultural aspects of language use and explores the relationships between language and society. The course provides background in various theoretical and methodological approaches to sociolinguistics. Other topics to be covered include gender and language, ethnicity and language, social factors in language acquisition, and bilingualism. Familiarity with basic issues and concepts in linguistics would be useful.
L501 is a foundational course for students pursuing a graduate thesis in literature with a focus on the analysis and historical transmission of literary texts. It is also the first course in a three-course sequence for English students who want to pursue a graduate certificate in Professional Editing. You’ll begin the semester by exploring the purposes of scholarly research in literature and the associated standards of thoroughness and accuracy. Then you’ll learn how to work with the resources themselves-the Union catalogs and standard bibliographies of first editions, the various serial bibliographies (periodic guides to secondary publications on an author), the most useful literary encyclopedias and handbooks, and guides to libraries with literary collections. You’ll also survey the range of periodicals in literature, and learn which are most central to the profession. And you’ll work with the journals and bibliographical databases that are electronically accessible through the IUPUI and IUB libraries.
By mid-semester, you’ll learn how to detect little-known but significant changes in successive editions of famous works of literature, and to distinguish between authorial revision and editorial tampering-even where very little direct historical evidence has survived beyond the text itself. As the semester progresses, you will also develop a firm grounding in the terminology of literary research and an understanding of the way that literary scholars work with secondary materials to discover hidden truths (and often to expose mistakes) about texts and authors. Case studies include accounts of a number of scholarly adventures that have contributed significantly to our knowledge of the literary masterpieces we teach and study today.
Throughout the course, you will explore ways to turn your developing bibliographical and literary research skills to the process of thesis selection and development. All assignments have thesis applications, and include related exercises in textual annotation and literary analysis. As the semester progresses, we’ll also survey the major literary traditions and historical lines of influence in ways that will strengthen your overall background in literary studies.
Further questions should be directed to Professor Jon Eller, Associate Director of the Institute for American Thought (e-mail: jeller@iupui.edu). The Institute, its associated scholarly editions, and the Professional Editing graduate program are all located in the lower level of the ES building (ES 0010).
This course examines the importance of the notion of the text for contemporary literary theory and criticism. While studying thinkers such as Jacques Lacan, Jacques Derrida, Roland Barthes, Mikhail Bakhtin, and others, we will discuss different views about the nature of textuality and the text’s relation to society. We will also examine the impact of these thinkers on feminist criticism, cultural studies, and postcolonial studies. The primary goal of the course is to understand how all these thinkers situate the text in theory and pedagogy.
Students will write two Essays of 5-7 pages and a number of smaller Response Papers of 2-3 pages.
Course grades will be computed according to the following percentages:
Attendance and Participation 20%
Response Papers 30%
Essays 50%
This course provides an introduction to a broad range of issues in the field of second language acquisition, including an overview of the most important approaches to the fundamental question of how people learn a second language. The course will cover the basic theories of second language acquisition and investigate how theoretical perspectives inform practical application.
This course will start by briefly examining various theories of teaching English as a second language. With this background, students will then work to develop a principled and informed approach to teaching ESL. Topics include: student variables in teaching/learning; designing and implementing classroom lessons; teaching the language skills; and assessing language skills. The focus of the course will be on the application of TESOL theory to both K-12 and post-secondary contexts.
Did you ever wonder who Nathaniel Hawthorne had in mind when he referred in the 1850s to "that damned mob of scribbling women"? And why these scribblers were not just a "mob" but a "damned mob"? In L553 we will attempt some answers, but will undoubtedly raise a lot more questions. . . .
. . . Questions like, What roles did fiction writers assign to women in American culture from the revolutionary period through the end of the nineteenth century? How were the interactions of men and women in the domestic space represented by nineteenth-century writers? How did the female bildungsroman take shape in the New World? How did early American fiction represent the transition from girlhood to mature womanhood? How did the valuing of marriage and childrearing change over the course of the nineteenth century? How did early fiction writers talk about the sexuality of American women? How did traditional conceptions of love and marriage evolve during the nineteenth century?
This master’s-level course charts the domestic tradition in early American fiction—a tradition that intersected with, but also provided alternatives to, literary Transcendentalism and Realism. It will engage many of the same questions and texts that are taken up in L378 (Studies in Women and Literature—Women in Domestic American Fiction Before 1900). The class will be conducted as a seminar with students presenting position papers; a 5-page paper on a piece of relevant literary criticism; an oral report on an historical or literary topic related to mating rituals and institutions; and a 12- to 15-page seminar paper. We will read eight to ten novels and become familiar with recent trends in literary criticism that have begun to assess these lesser-known works of domestic fiction.
This course takes place in England, where we explore the literary landscapes of Wordsworth, Shakespeare, Austen, Hardy, Keats, Coleridge, and other well-known British writers. you need to let the course leader, Dr. Sharon Hamilton, know as soon as possible if you are interested, so that flight and accommodation arrangements can be made at this very busy time of year in England. You may gain three undergraduate or four graduate units of credit in L495, W411, W609 or L695. All coursework is based on individual writing or reading projects plus a course journal. Cost is $3600 plus credit hour tuition.
ARR
Frederick DiCamilla
For more information on this course, please contact Frederick DiCamilla at 274-4804 or email at fdicamil@iupui.edu.
This is a course to talk in- class will consist of discussion powered by student’s oral reports on various topics focused on each week’s novel or stories. Quizzes on each week’s reading, attendance and class discussion important, midterm paper and final exam. Dynamite reading list:
Their Eyes Were Watching God, Zora Neale Hurston
Moses, Man of the Mountain, Zora Neale Hurston
Mama Day, Gloria Naylor
Prospero’s Daughter, Elizabeth Nunez
Diappearing Acts, Terry McMillan
Tar Baby, Toni Morrison
Meridian, Alice Walker
Kindred, Octavia Butler
The Gilda Stories, Jewelle Gomez
Lovers’ Choice, Becky Birtha
Drinking Coffee Elsewhere, ZZ Packer
L606, Grad students will have additional reading, either I, Tituba, Black Witch of Salem, by Maryse Conde, or Corregidora, by Gayl Jones, and an added meeting for discussion of these. In addition, graduate students will offer oral and written reports on literary criticism and interviews with the authors. Quizzes, attendance, annotated bibliography, paper proposal, and 15 - 20 page research paper required.
L680 is a variable subtitle course designed to offer students a range of critical approaches to the study of literature at the graduate level. This version of the course offers an exploration of the interconnected fields of textual theory (what texts are) textual criticism (the study of the history of texts) textual studies (the study of literature informed by theory and criticism). Most approaches to literary criticism focus on interpretations of a text as it is represented in our time-students and professors read an edition available in today’s marketplace, and interpret the text based on one or more theoretical positions. But all such theoretical approaches, as well as more fundamental thematic approaches to literary study, begin at the same point-the study of a text. And every text has a life of its own, a life that constantly changes as the writer sets it down on paper, revises it, and sees it through publication.
This version of L680 serves both the English M.A. program and the certificate in Professional Editing. You will study and discuss the textual history of a number of literary masterpieces, and learn how scholarly editors recover and annotate reliable forms of these classics. Writers to be studied in this course include Shakespeare, E. A. Poe, J. R. R. Tolkien, and Ray Bradbury. Written assignments include an essay exam and two major essays on textual scholarship. The emphasis of the course is on method and practice after a brief theoretical introduction.
Course Outline (Tentative)
Part I: Concepts and Theoretical Background
Key definitions: textual criticism, analytical bibliography, documentary editing, critical editing
Possible readings in theory underlying textual studies:
Tanselle, "The Varieties of Scholarly Editing"
Greg, "The Rationale of Copy-Text"
Bowers, "Some Principles for Scholarly Editions of Nineteenth-Century American Authors"
An essay on versioning (Greetham/ McGann/or a Shakespearean scholar)
Kline, A Guide to Documentary Editing, ch 1 (or its equivalent)
G. Thomas Tanselle Textual Criticism Since Greg, A Chronicle 1950-1985.
Possible readings surveying practice:
Myerson, "Colonial and Nineteenth-Century American Literature"
West, "Twentieth-Century American and British Literature"
Essay exam on the readings
Part II: Models of Textual Scholarship
Students will see how scholars describe and document the evolution of texts through successive stages of authorial revision and publication. Cases will range from short fiction to selections published by the Peirce Edition (and possibly the Frederick Douglass Papers). Readings will include textual essays published in scholarly editing journals, annuals, and anthologies on the subject texts, as well as textual apparatus head notes for the Peirce selections. Some of the newer editions of Shakespeare’s plays could also serve as models.
Part III: The Significance of Textual Scholarship
Students will write a major essay about the impact of textual studies on the critical reader. The case under study will be J. R. R. Tolkien, The Lord of the Rings, and the background volumes prepared from his drafts with commentary by Christopher Tolkien.
Part IV: The Practice of Textual Scholarship
In the final phase of the course, students will write a major essay that is itself a work of textual criticism. The case under study will be Ray Bradbury, From the Dust Returned, a novelized story-cycle developed from stories (published and unpublished) written over a fifty-year period of development. This assignment bridges into the opening portion of L701, the follow-on capstone course in this certificate concentration.
A reading of James Joyce’s Ulysses, perhaps the most influential novel of the past century. An oral report, brief weekly essays, a longer paper, and regular class attendance will be required.
This course will meet concurrently with L440. Students in L680 will also be required to read the essays in McCormick’s Approaches to Teaching Joyce’s Ulysses, lead a one-hour class session, and remain up to an hour after the end of each L440 class meeting.
Students planning to take the course are encouraged to read Homer’s Odyssey, The Gospel according to Mark, Shakespeare’s Hamlet, and Joyce’s Portrait of the Artist as a Young Man before the semester begins.
All literary texts have secrets. In L701 we will explore the way that scholars uncover the author’s process of composition, and how they discover the degree to which the author’s intention for the text is altered by successive editors, publishers, and sometimes by the revising hand of the author. After learning how texts evolve (and sometimes devolve), we will study how to document these changes, describe them, and account for them. The first half of the semester will center on editing labs where we will work with manuscripts, galleys, and page proofs of modern literary classics in an effort to learn how such texts move from the author’s hand to the printed page.
The second half of the semester will be spent analyzing examples of good and bad scholarly editions of literary masterpieces and evaluating the various editing approaches used in establishing these editions. Graded projects include exercises in the detection and reporting of textual variants, two short assignments in textual analysis, and a review-article on a volume in a major American or British scholarly edition.
W500 - Teaching Composition: Issues and Approaches considers the major issues in the teaching of writing at the middle school, high school, and college levels. The course begins with an overview of historical factors that have shaped writing instruction, focusing in particular on the last fifty years. It them moves to an examination of different models of teaching writing and how these models respond to major issues in the field. Topics for discussion include the composing process, the classroom as writing workshop, the role of reading in effective writing, the relationship between grammar and writing, uses of technology, writing assignments, and writing assessment. Particular attention is given to linguistic and cultural diversity in the teaching of writing. Class time is devoted to lecture/discussion, student presentation, and peer group activities. Course assignments are intended to help students interact with the subject matter and to internalize and reshape new information rather than merely repeat it.
The course objectives are as follows:
W507 is a workshop in the craft of creative nonfiction, with special attention given to defining the genre and its craft, as well as looking at, analyzing, and imitating works in specific subgenres of creative nonfiction such as memoir and travel writing. After reflecting on the work that they’ve done in the larger genre, students will first be asked to "specialize" in a subgenre of creative nonfiction, creating an annotated bibliography of specific works in that subgenre, and planning out a project of interrelated pieces that they will draft throughout the semester and revise for a final portfolio. Students will read at least two collections of contemporary creative nonfiction, as well as additional selections from collections and anthologies. Graduate students should expect to lead class discussion on works read for class, as well as directing workshops of their fellow students’ works; suggest class assignments; and critical analyses of works of creative nonfiction.
W508 gives students a deeper understanding of the creative process, teaches them to think and talk about writing as writers do, offers strategies for critiquing creative work and provides guidance in developing creative writing curriculum suited their classroom needs. The class emphasizes hands-on writing activities in poetry, fiction and creative nonfiction that are easily adaptable for use with students writing at every level. Most exercises and writing techniques are also useful in teaching expository writing and fulfill state requirements. This is a course that stresses the development of a process over the production of finished works.
This course examines two primary, yet interrelated, threads in postsecondary education: literacy studies and contemporary composition teaching. Students will read, analyze, discuss, and write about key issues in literacy and writing, laying a foundation for further study. The primary goals for this course are for students 1) to understand the theoretical and pedagogical implications of literate activity inside and outside the classroom, 2) to learn how scholars in writing and literacy studies organize their thinking, 3) to recognize different research methods in this field, and 4) to develop skills necessary for professional success in academia.
In Writing Space, Jay David Bolter claims that our current era is the "late age of print," characterized by electronic writing that represents a "textual medium of a new order" (6). This new medium, according to Bolter, "is the fourth great technique of writing that will take its place beside the ancient papyrus roll, the medieval codex, and the printed book." Literacy and technology have multifaceted relationships with each other, and during the semester we’ll explore Bolter’s claim, exploring the ways technological developments shape the ways we see ourselves and our literacies. We’ll explore how people acquire notions of literacy and how technologies affect the types of literacy we prefer. We’ll consider the possibilities and limitations associated with different technologies and literacies, in and out of school. These courses will address questions important for writers, English majors, and English teachers.
Students who are enrolled in the graduate version of this course will consider some additional questions relating to the teaching of writing and technology’s role in the classroom. We will consider technologies used in writing classrooms at all levels of education. Graduate students will have extended writing and research opportunities.
Course requirements: regular reading, several short projects and one longer project; regular reading; student-led discussions highlighting particular readings of interest.
Prerequisite: W301. Study and practice in the writing of fiction. Analysis of examples from contemporary literature accompanies class criticism and discussion. May be repeated once for credit.
W513 is an advanced workshop in the study and craft of poetry aimed at providing experienced students with an opportunity for an in-depth inquiry into contemporary poetry and an active workshop for exploring their own poetry writing. This version of the course will take a look at some current trends, dipping into some of the most celebrated poetry collections, literary journals, and anthologies published in the last couple of years. Students will assess the language, style, approach, and forms of contemporary poetry in an attempt to take the pulse of what’s being written today. After imitating a few of the poets they discover, students will embark on blazing their own trails in poetry series with at least some attention to form. One critical project will be required. Don’t expect any dead poets in this class!
In creating professional publications, the processes of learning about content, communication design, and about audience are crucial and complex. Professional communicators need to know how to learn quickly and well. In this course, we will focus on the theory and practice of how one learns what one needs to know in order to produce high quality publications.
In this course, we will examine and practice approaches to shaping visual professional and technical communication for paper and electronic media. We will also focus on project management and collaboration abilities.
Effective technical and professional publications require thoughtful planning and oversight by people familiar with forces that make a publication effective. Furthermore, planning a process thoughtfully can assist in making a publication useful for its intended readers.
In this course, we will examine and apply principles of creating a technical or professional publication from start to finish. Collaborating in groups, we will explore and practice publication quality management issues such as: planning, researching audience and content, designing the publication, drafting, obtaining reviews, conducting usability testing, editing the drafts, and negotiating within organizational cultures.
This course will interest people concerned about improving the processes that contribute to producing effective and appropriate publications, either paper or electronic. W532 is a core course for the Technical Editing concentration in the Graduate Professional Editing certificate. For more information, call 274-0825 or e-mail mhovde@iupui.edu
For more information, contact the Director of Graduate Studies.
"Issues in Writing Center Work" is designed for students enrolled in the English department’s MA program who have worked in writing centers on other campuses or who perceive writing center work as complementary to graduate study in composition and literacy. It is also designed for undergraduate peer tutors, who have completed W396: The Writing Fellows Training Seminar, and who wish to take a second advanced course in writing center.
Course Goals
Textbooks: The Allyn and Bacon Guide to Writing Center Theory and Practice (eds. Barnett and Blumner) and The Everyday Writing Center: A Community of Practice (eds. Geller, Eodice, Condon, Carroll, & Bouquet)
To be authorized to enroll: Send your name and student ID digits to Tere Molinder Hogue (University Writing Center coordinator and course prof) at tmhogue@iupui.edu or call 317.274.5650 for more information.
Prerequisites: Undergrads must complete W396 with a grade of "A". Graduate students with writing center experience on other campuses, are encouraged to enroll. Graduate students without writing center experience, but who are interested in learning more about composition studies, teaching, and especially tutoring one-on-one, are encouraged to contact Tere for more information (see above), and join the fray.
Note: For a complete listing of courses with days and times, refer to the IUPUI Schedule of Classes. These course descriptions are meant as a general guide to aid in your course selection; syllabi, textbooks, and requirements are given on the first day of class. In some cases, an instructor’s name is given, and that means the description that follows applies when that instructor teaches the course.
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